Lesson Overview:
In this lesson students will learn how astronomers use H-R Diagrams to classify stars. Through an online simulation demonstration, students will learn about the realtionships SIC between a star's characteristics, how to read an H-R Diagram, and how to identify the different types of stars based on their characteristics and placements on the plot. I will guide the students through the online simulation while they follow along with a woksheet drawing the plot examples that are shown to them and answering questions that correspond to the plots. Afterwards, students will get the opportunity to manipulate various stars and watch how the simulation organizes the stars they choose based on the attributes represented in the H-R Diagram. To reinforce the newly learned concepts students will get to create their own H-R Diagrams from provided data and classify the stars they plot based on their placements on the graph.
Learning Performances:
From this lesson students will be able to:
Classify stars based on the charcteristics SIC they exhibit (color, temperature, luminosity, size, age)
Classify stars by reading an interpreting an H-R Diagram
Determine a stars age by its location on the plot of an H-R Diagram
Create an H-R Diagram from interpreting provided data of stars luminosities and temperatures
WILL STUDENT BE ABLE TO EXPLAIN HOW SCIENTISTS USE HR DIAGRAMS?
Time Required:
10min – Opening graph activity and discussion
20 min – Explain about H-R Diagrams using the online simulation
10min - Activity: Students use simulation to answer questions about H-R Diagrams
10min – Discuss findings and explain homework assignment
Instructional Sequence
Introducing the lesson:
I will begin the class by asking students if they think (in general) that taller students would weigh more than shorter students. Why? GOOD If the heights and weights were to be plotted what would the graph look like? GOOD QUESTION; MAY BE HURTFUL FOR OUTLIER STUDENTS After a brief discussion I will have an empty graph in front of the classroom where students (who choose to) can plot their heights in relationship to their weight. PRE-SCALED & TITLED, I ASSUME? The class will then discuss the pattern they notice and the relationship between the two attributes (shorter, lighter students toward the lower left corner and taller heavier people toward the upper right). ARE YOU PLANNING TO PLOT THIS GRAPH? OTHERWISE, YOU WILL HAVE TO BE SURE THE STUDENTS KNOW HOW TO DO THIS GRAPH. I will remind students of the characteristics they have already learned and discussed in previous classes about stars and their life cycle and explain how the attributes of stars are plotted in a similar pattern by astronomers in a graph called an H-R Diagram. YOU CAN AVOID WEIGHT ISSUES BY PLOTTING TOTAL HEIGHT VS HEIGHT TO BELLY BUTTON. I THINK THAT IS ONE OF THOSE CONSTANT RATIOS.
YOU MIGHT TELL STUDENTS WHAT PROBLEM HR DIAGRAMS WERE INVENTED TO SOLVE. WHAT WAS THE SCIENTIFIC QUESTION THAT LED PEOPLE TO CREATE HR DIAGRAMS?
Instructional Activities:
Using an online H-R Diagram simulation I will show students how stars can be classified based on the characteristics they previously learned about in class when studying the life cycle of stars. In Part 1 of the demonstration I will use the simulation to show how stars can be classified on a graph by one attribute (color, temperature, mass, luminosity, radius). HOW ABOUT INCLUDING A LINK TO THE SIMULATION AND A PICTURE OF A TYPICAL SCREEN? Students will be grouped in pairs on a computer so they can follow along on the website. During the demonstration students will be given a handout to go along with the demonstration. Students will plot stars on the worksheet based on what they see during the demonstration. I will ask students questions about how certain characteristics in stars relate to one another:
THANKS FOR INCLUDING YOUR QUESTIONS!
How does the color of the star relate to the size (radius) of the star, if at all?
What could the color of a star possibly indicate about its temperature?
Does temperature of a star have any relation to its size?
Does the temperature of a star have any relation to its color?
After analyzing the two plots on temperature and color what can you infer from them about the relationship between a star’s color, size, and temperature?
While these questions are discussed aloud, each student will be writing the answers on the worksheets that are provided. In Part 2, I will show students how stars can be classified on the graph by two attributes (temperature vs. color and temperature vs. mass). Students are again expected to plot the graphs on the worksheets given to them. The questions that will be asked to students are:
What relationship do you see between the temperature and colors of the stars?
What is the shape of the plot? What does that tell you about the relationship between these two attributes?
Is there a relationship between the mass of a star and its temperature? If so, what is the relationship?
Does the plot have the shape of a perfect line or is it scattered with a trend? What does that tell you about the relationship?
Students will again write the answers discussed on to their worksheets. Lastly In Part 3, I will have students (in pairs) use the simulation to manipulate and classify stars based on the two attributes used in an H-R Diagram (temperature vs. luminosity). Each pair will draw the plot of the graph created by the simulation and answer the following questions while working with the simulation:
How does the star at the lower right end of the main sequence compare to the star at the upper left end of the main sequence?
Describe the giants and supergiants. How are their radii different from main sequence stars? How are their temperatures different?
How do White dwarfs compare with stars in the main sequence?
From looking at the plots how does the luminosity of a star relate to its temperature and color?
By looking at the various types of stars on the plot can you predict the movement of a star on the plot as it ages?
Concluding the Lesson:
The class will regroup and as a whole will discuss their findings, observations, and the answers to the five questions given to them. Next I will hand students a table with a listing of 12 stars along with their temperatures and luminosities. Each student will use the table to plot their own H-R Diagram on a piece of graphing paper based on the data provided for them. After they graph their data they are to use the graph to determine each star’s color, mass (heavy/light), brightness (bright/dim), and age (phase in life cycle). This assignment will be given as homework and will be completed at home.
Assessing Student Understanding:
The students will be assessed based on the following:
Ability to create an H-R Diagram based on the data provided for them
Ability to classify stars from interpreting the data they plotted on their graphs
The completion of the worksheet from the simulation
Answering questions correctly about the material on a quiz
2 - All parts of LP are done, but rationale is missing.
1 - There are parts of the LP that are either missing or incomplete.
2. Instructional Activities include:
(1) • Teacher-led opportunities for experiencing and representing the content
(1) • Questions and prompts that promote students thinking about concepts of the lesson
(0) • Clear links that establish the purpose of the lesson
3. Assessment
3 - There is an assessment strategy and a key for each activity.
2. There are assessment strategies and keys for some of the activities.
1. There are suggestions for assessment strategies but no keys.
0 - There are no assessment strategies included.
4. Rationale
1 - A rationale for the lesson's activities was included.
0 - No rationale for the lesson's activities was included.
I KNOW YOU'VE DECIDED THAT THIS LESSON NO LONGER FITS, BUT WHEN YOU DO TEACH HR DIAGRAMS, TRY TO CREATE A "NEED TO KNOW", I.E. WHY SHOULD STUDENTS (OR SCIENTISTS) FIND THIS REPRESENTATION INTERESTING/USEFUL?
EDC 430 - Demo Lesson Evaluation
Name: ERIN C
Score: 5 / 10
Lesson Text:
Title: Classifying Stars: The H-R Diagram
Grade Level: 9th Grade
Course: Earth Science
Lesson Overview:
In this lesson students will learn how astronomers use H-R Diagrams to classify stars. Through an online simulation demonstration, students will learn about the realtionships SIC between a star's characteristics, how to read an H-R Diagram, and how to identify the different types of stars based on their characteristics and placements on the plot. I will guide the students through the online simulation while they follow along with a woksheet drawing the plot examples that are shown to them and answering questions that correspond to the plots. Afterwards, students will get the opportunity to manipulate various stars and watch how the simulation organizes the stars they choose based on the attributes represented in the H-R Diagram. To reinforce the newly learned concepts students will get to create their own H-R Diagrams from provided data and classify the stars they plot based on their placements on the graph.
Learning Performances:
From this lesson students will be able to:
WILL STUDENT BE ABLE TO EXPLAIN HOW SCIENTISTS USE HR DIAGRAMS?
Links to Standards or Benchmarks
Learning Goal
Materials Needed:
Time Required:
10min – Opening graph activity and discussion
20 min – Explain about H-R Diagrams using the online simulation
10min - Activity: Students use simulation to answer questions about H-R Diagrams
10min – Discuss findings and explain homework assignment
Instructional Sequence
Introducing the lesson:
I will begin the class by asking students if they think (in general) that taller students would weigh more than shorter students. Why? GOOD If the heights and weights were to be plotted what would the graph look like? GOOD QUESTION; MAY BE HURTFUL FOR OUTLIER STUDENTS After a brief discussion I will have an empty graph in front of the classroom where students (who choose to) can plot their heights in relationship to their weight. PRE-SCALED & TITLED, I ASSUME? The class will then discuss the pattern they notice and the relationship between the two attributes (shorter, lighter students toward the lower left corner and taller heavier people toward the upper right). ARE YOU PLANNING TO PLOT THIS GRAPH? OTHERWISE, YOU WILL HAVE TO BE SURE THE STUDENTS KNOW HOW TO DO THIS GRAPH. I will remind students of the characteristics they have already learned and discussed in previous classes about stars and their life cycle and explain how the attributes of stars are plotted in a similar pattern by astronomers in a graph called an H-R Diagram. YOU CAN AVOID WEIGHT ISSUES BY PLOTTING TOTAL HEIGHT VS HEIGHT TO BELLY BUTTON. I THINK THAT IS ONE OF THOSE CONSTANT RATIOS.
YOU MIGHT TELL STUDENTS WHAT PROBLEM HR DIAGRAMS WERE INVENTED TO SOLVE. WHAT WAS THE SCIENTIFIC QUESTION THAT LED PEOPLE TO CREATE HR DIAGRAMS?
Instructional Activities:
Using an online H-R Diagram simulation I will show students how stars can be classified based on the characteristics they previously learned about in class when studying the life cycle of stars. In Part 1 of the demonstration I will use the simulation to show how stars can be classified on a graph by one attribute (color, temperature, mass, luminosity, radius). HOW ABOUT INCLUDING A LINK TO THE SIMULATION AND A PICTURE OF A TYPICAL SCREEN? Students will be grouped in pairs on a computer so they can follow along on the website. During the demonstration students will be given a handout to go along with the demonstration. Students will plot stars on the worksheet based on what they see during the demonstration. I will ask students questions about how certain characteristics in stars relate to one another:
THANKS FOR INCLUDING YOUR QUESTIONS!
While these questions are discussed aloud, each student will be writing the answers on the worksheets that are provided. In Part 2, I will show students how stars can be classified on the graph by two attributes (temperature vs. color and temperature vs. mass). Students are again expected to plot the graphs on the worksheets given to them. The questions that will be asked to students are:
Students will again write the answers discussed on to their worksheets. Lastly In Part 3, I will have students (in pairs) use the simulation to manipulate and classify stars based on the two attributes used in an H-R Diagram (temperature vs. luminosity). Each pair will draw the plot of the graph created by the simulation and answer the following questions while working with the simulation:
Concluding the Lesson:
The class will regroup and as a whole will discuss their findings, observations, and the answers to the five questions given to them. Next I will hand students a table with a listing of 12 stars along with their temperatures and luminosities. Each student will use the table to plot their own H-R Diagram on a piece of graphing paper based on the data provided for them. After they graph their data they are to use the graph to determine each star’s color, mass (heavy/light), brightness (bright/dim), and age (phase in life cycle). This assignment will be given as homework and will be completed at home.
Assessing Student Understanding:
The students will be assessed based on the following:
Sources:
1. Explore learning: http://www.explorelearning.com/index.cfm?
2. Exploration Guide: H-R diagram: http://www.explorelearning.com/index.cfm?method=cResource.dspExpGuide&ResourceID=429
Teaching Resources:
COMMENTS ON WORKSHEET:
1. Completeness
2. Instructional Activities include:
(1) • Teacher-led opportunities for experiencing and representing the content(1) • Questions and prompts that promote students thinking about concepts of the lesson
(0) • Clear links that establish the purpose of the lesson
3. Assessment
4. Rationale